Role of Andragogy and Its Assumptions in Online Adult Teaching - Literature review Example

Role of Andragogy and Its Assumptions in Online Adult Teaching I. Introduction This paper focuses on analyzing Knowles andragogical assumptions, and elaborates on their application in online teaching of adults. It also seeks to elaborate on the challenges faced, and recommendations, with regard to online adult teaching. II. Andragogical assumptions In this part, the paper seeks to define Knowles assumptions. III. Application of Andragogical Assumptions in Online Adult Teaching Each of the Knowles assumption is analyzed in its application during online adult teaching. IV. Challenges of Andragogical assumptions in online adult teaching Various challenges faced with regard to the application of the assumptions are explored. V. Recommendations Recommendation to the challenges faced in application of andragogy assumptions are outlined VI. Conclusion VII. Works cited Introduction Andragogy has been utilized as a word that identifies learning and education of adults. It has also been employed to denote methods and strategies that are employed in adult education (Chan 26). Others utilize the term to refer to the theory that directs the extent of practice and research with regard to how adults should be taught, and factors to consider during adult teaching in various contexts and situation. It is also a set of techniques and mechanical tools for adult teaching. The focus of this paper is to analyze Knowles andragogical assumptions and elaborate on their application in online teaching of adults. It also seeks to elaborate on the challenges faced, and recommendations, with regards to online adult teaching. The original introduction of the word was done in a German publication by Kapp Alexander (1833). The word became popularized in the decade between 1970 and 1980 (Chan 27). This was mostly through the work and publication of Malcolm Knowles. Most of the published Andragogy literature provides a deeper and a broader foundation on Andragogy research, practice and application of theory. Savisevec (1999) defines Andragogy as the scientific approach that tackles the problems pertaining to adult learning and education in all fields (Chan 27). Andragogical Assumptions Knowles puts it that educators need to focus on the interest of the learners instead of focusing on what they think is best for the learners. The best learning experiences are guided interactions and cooperation between the learner and the teacher. In these experiences, the instructor is able to guide the student to develop and discover his or her potential (Burge 6). Knowles developed a set of assumptions in relation to Andragogy application. One of these assumptions is that adult learners bring a lot of experience in the educational setting. The second one is that adults are willing to learn within the educational setup. Thirdly, there is the assumption that adults have a problem centered approach in their learning. Fourthly, adults are believed to be motivated in the best way by internal factors. The adults are also assumed to be self-directed in matters pertaining to learning. In addition, there is also the assumption that adults should know why they are learning something before they commence (Chan 26). Application of Andragogical Assumptions in Online Adult Teaching The application and usefulness of andragogical assumptions has for long been under debate by adult educators. These assumptions are often criticized for the sole reason that they lack the support of empirical evidence. This is despite the fact that several theories of education are embodied within the assumptions. These assumptions present a starting point for educators in the field of online adult education. They are instrumental in creating a learner focused approach with regard to online education. Online learning environment requires a setting that is different from the classroom setting (Tracey 37). The first assumption is that adults are self-directed learners. Knowles believed that adults should be involved directly in making decisions that affect them (Blondie 118). They should be in a capability of being responsible for themselves. However, being self-directed does not mean that an adult learner should be cut off from socializing with others. The learning environment should be welcoming, collaborative and one of trust and mutual respect. There are several implications of the assumption in the online education environment. The learner should establish their own learning activities and goals that are within the course objectives. Online education environment also requires a curriculum which is targeted at process versus content (Tracey 38). The facilitator should be able to allow learners to become empowered. They should start working together, in which case, the facilitator is the expert. The learning conditions and environment should be adjusted so that the learners are not afraid of sharing experiences and ideas. The course facilitator should issue out clear communication with regard to informing the students to identify their specified learning goals. The learners should also identify their own, personalized learning activities. However, the learners may require guidance in clarification of the activities that they want to undertake so as to accomplish their learning goals. This guidance should be in the form of suggestions aiming to let the student take a self-directed approach (Blondie 120). The facilitator may pose questions to the learners, with regard to their chosen activities, so as to enable the student to develop useful activities. The maintenance of communication with the students is vital. This will enable the facilitator to assess the online learner’s self directedness, hence providing direction and support where necessary. The syllabus should provide the online course expectations, facilitator’s contact information and guidelines for communication. Availability of the facilitator should be indicated. The facilitator should be readily available in the first few days, when the learners tend to be overwhelmed. It is crucial for each online learner to be welcomed by the facilitator individually. After the initial period, contact may be maintained at least weekly. This will enable the online student to acknowledge the facilitators appreciations (Tracey 42). The next assumption is that adult comes into the learning environment with experience. Knowles appreciates the significance of experience that learners bring into the educational environment (Blondie 121). It is an important resource to both the facilitator and learner. Collaborative assignment and group discussion can help enhance the expertise and heterogeneity within a group. Individual experiences can also bring about negativity in the learning environment. This can happen when the learner has a habitual way of acting and thinking, preconceived negative notions about reality and prejudices due to life experiences. In the application of this assumption, the curriculum of the online learning environment should be structured in a manner that fosters experience sharing. This can be in the form of interactive discussions and group projects. In order for this to be successful, the learner should be ready to participate in team projects and class discussions. Here, the learners should be in a position to share knowledge and personal experiences. The online learning environment should also make the students feel free to share ideas, discuss information and express opinions and experiences (Coldeway 18). The facilitator should model good examples and allow some time so as the learner relationships can develop. Discussion questions should be carefully constructed so as to enable interactions that draw on experiences of the learners. It is also imperative for the facilitator to appreciate and comment to each learner, pertaining to contributions (Blondie 122). The next assumption is that adults are ready to learn in the learning environment. Adults undergo experiences that trigger them to have the need to learn a novel concept. Specific events occurring in the life of an adult may trigger the need for the advancement of knowledge. However, it is important for the facilitator to realize that each learner has specific reasons when entering the online learning environment (Blondie 123). Learners should be clear about their learning goals. If not, the facilitator should guide the learner in identification of the learning needs. The needs of the learner should take center-focus. Resources to help in the needs of the writer should be made available. As the learner is willing to learn, necessary resources should be availed quickly to the online student. These resources may include libraries and various databases, counseling, academic support, registration, financial aid and technical support. These resources should be clearly stipulated in the syllabus. The fourth assumption is that adults are problem oriented when it comes to the learning environment. It is assumed that adults learn so that they can apply the concepts that they learn in solving problems in their life situations (Blondie 125). Therefore, it is paramount to structure the learning experiences around real life situations. This manner of learning is contrary to past teachings that dwelt on the subject matter, and not the applicability in real life situation. It is important for the online learner to know the significance of the learned concepts in relation to solving real life problems. Curriculum in the online learning environment should be process based, rather than content based. One should be able to make the connection between learning in the online environment and everyday life. Online learning should enable the learner to perform more effectively in the specific aspect of their life that they want to advance. Facilitators may employ group projects and assignments that help the learner apply the theory in their life situations. The next assumption is that internal factors, such as self-actualization, self-esteem and recognition, motivate adult learners. Therefore, one will be more motivated to learn when one is appreciated and recognized for any contributions in class. This means that facilitators of online learning must recognize that learners need to be respected and appreciated so as to build a conducive learning environment. Acknowledging learners will build their self-esteem. This will motivate the learners to succeed and achieve in their courses. Facilitators should appreciate their learners at least weekly (Blondie 125). Challenges of Andragogical Assumptions in Online Adult Education With regard to self-directedness assumption, several challenges have been noted. A study conducted by Robinson (1992) shows that learners indicate a want for clear instructions (Hartree 207). There is a desire to obtain clear directions and instructions on how to do their assignment. This serves as a challenge to the self directedness assumption. Most learners have also been noted to lack the essential understanding of directions that they need to take. Therefore, it is argued that they need encouragement and guidance in the learning process. There has also been a challenge to the assumptions in that, not every course is taken by choice. It is also not every learner who can pinpoint what he/she needs to know. To deal with this challenge, it is necessary for the online learner to obtain support and input from others. This will help the learners assess gaps in their knowledge. Online learners are sometimes overwhelmed. In these instances, they may not state their objectives successfully (Hartree 208). The need to learn may not be problem centered. Adults may want to take a course for pleasure or joy of learning. This conflicts the assumption that adults learn so as to immediately apply what they have learned. Internal factors may not be influential to all. Adults can learn due to external factors such as job promotion or pay rise. Recommendations Clear expectations should be stated at the beginning of the course work (Frey 11). Regular communications between the facilitator and the learner should be maintained. There should also be maintenance of regular communication in the learning groups. Motivational strategies should be incorporated so as to provide encouragement to the online adult students. Learner support should also be practiced. This includes availing resources such as library, databases and other supports so as to accord the learner with an easy time in learning. The facilitator should also respect the life experiences and role of the learner (Frey 11). Conclusion Andragogy and its assumptions aim to put the learner at the centre of the education process. The assumptions help learners to meet their needs, and encourage the facilitators to constantly avail help to the learners. Andragogy should be employed as a first line approach in the online learning setup for adults. The assumptions should enable the facilitator to comprehend realities of their students. All these aim to empower the learner to find a direction in which to achieve their objectives and apply them in real life situation. Works Cited Blondie, Laurie. “Andragogical Assumptions to Adult Online learning”. Journal of Interactive Online Learning, 6.2 (2007): 115-127. Print. Burge, Liz. “Beyond Andragogy: Some Explorations for Distance Learning Design.” Journal of Distance Education, 3.1 (1988): 5-23. Print. Chan, Sang. “Applications of Andragogy in Multi-disciplined Teaching and Learning.” Journal of Adult Education 39.2 (2010): 25-35. Print. Coldeway, Dan. “Behavior Analysis in Distance Education: A Systems Perspective”. American Journal of Distance Education, 1.2 (1987): 17-20. Print. Frey, Barbara. “Applying Adult Learning Theory to the Online Classroom.” Horizons in Adult Education, 17.1 (2003): 4-12. Print. Hartree, Adams. “Malcolm Knowles Theory of Andragogy: A Critique.” International Journal of Lifelong Education, 3.3 (2004): 203-210. Print. Tracey, Kathy. “Leading Online Learning Initiatives in Adult Education.” Journal of Adult Education, 39.2 (2010): 36-43. Print. Read More